AN EVALUATION ON THE CHALLENGES AND PROSPECTS OF TEACHING AND LEARNING  BUSINESS STUDIES IN SECONDARY SCHOOLS

 762 reads

AN EVALUATION ON THE CHALLENGES AND PROSPECTS OF TEACHING AND LEARNING  BUSINESS STUDIES IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY:

According to the National Policy on Education in Nigeria, Business Studies should be included on the list of social science subjects that are required to be taught in all secondary schools in the country after elementary education. The field of Business Studies encompasses a variety of sub-disciplines and sub-fields. In other words, it is a combination of many other courses; more specifically, it is a combination of office practice, commerce, shorthand, typewriting, and bookkeeping (Ekpenyong, 2019). It is provided as an integrated subject at the Junior Secondary level. At the Senior Secondary level, on the other hand, the topics are segmented into shorthand, typewriting, economics, bookkeeping, and accounting in order to provide students with a wider variety of job opportunities. The introduction of Business Studies into the national curriculum, as reflected in the national policy on Education (Federal Republic of Nigeria, 1981) and the national curriculum for Junior Secondary School (J.S.S) and senior Secondary School (S.S.S) (Federal Ministry of Education, 2017), has created an enormous challenge for the trainers of Business Studies teachers, particularly at the N.C.E and the undergraduate levels. This challenge has been brought about as a result of the introduction of Business Studies into the national This challenge has arisen in the area of designing programs that would meet the following requirement, which is reflected in the provocation (J.S.S) and vocational (S.S.S) curricular in terms of: ‘Knowledge integration,’ ‘Learning objectives,’ ‘Spiral and Concentric Sequencing of Course Content,’ and ‘Modular or Specific Competency Requirements.

READ ALSO:  EVALUATION OF  MOTIVATION AND ITS IMPACT ON  THE PERFORMANCE  LEARNERS IN CONTINUING EDUCATION PROGRAMME

Other Helpful Articles Include:

Particularly at the J.S.S. level, the behaviorally oriented curricular patterns that developed from the major aspects of the Business Studies curriculum that were described above have been emphasized here. Once again, the arrangement of the material covered in the class has largely been determined by the units of teaching that are chosen. This has been accomplished via the use of spiral sequencing (for theory-based subjects, such as commerce) and concentric sequencing (for skill-based subjects, such as typewriting) of the material that makes up each topic. On the other hand, efforts to meet course objectives gave rise to the definition of performance objectives, which are intended to foster concepts, inquiry, learning, and utilization relatedness, as explained by (Ekpenyong, 2019). These objectives were defined as a result of efforts to meet course objectives.

READ ALSO:  THE EFFECT OF HOSTEL BEHAVIOUR ON SOCIAL AND ACADEMIC ORIENTATION AMONG UNDERGRADUATE FEMALE STUDENTS

The National Board for Technical Education (NBTE) is responsible for initiating the first significant effort to train N.C.E teachers who would be able to meet the curriculum structure and cou